STARTING JULY 2016 I ONE SATURDAY A MONTH x 10 MONTHS I 9AM TO 5PM I S$2800
Why Leader Labs?
Can leadership be taught, or is it a natural gifting? The consensus is that leadership involves the employment of understanding and skills, and these can be learned.
Consider the following:
Uniqueness of the 10ES ELP
What the 10ES ELP Program “is not.”
The LeaderLabs 10ES Executive Leadership Program does not (1) attempt to duplicate or compete with seminary or theological education. The 10ES ELP does not (2) attempt to present a comprehensive review or summary of every stream of research that touches the subject of leadership.
I state upfront and admit my bias in that I have made judgments about the relevance and importance in deciding what material to cover and include in this program. These judgments were not, however, made haphazardly, but have been based on my years of study and continuous review of academic materials, articles, books, seminars, and conferences spanning across multiple applicable disciplines. My selections are also influenced by my educational experience in the fields of theology and organizational leadership, which have been integrated into more than 30 years of experience in the full time ministry; both within the USA and on the mission field. My content selections have additionally been informed by years of teaching, training, researching and consulting. And finally, the 10ES ELP content has been and continues to be reviewed by colleagues who share the passion for leadership development. My goal is to present the most relevant findings from all pertinent silos, with a focus on information that can be implemented, acted on, and utilized in day-to-day faith-based circumstances.
Who Should Attend?
Goals of the 10ES ELP
Principles of the 10ES ELP
FOCUS ON CONTEXT SPECIFIC CORE COMPETENCIES
Context is a critical component of successful leadership. A brilliant leader in one situation does not necessarily perform well in another. Academic studies have shown this, and experience bears it out. Too many training initiatives rest on the assumption that one-size fits all and that the same group of skills or style of leadership is appropriate regardless of the leader, context, strategy, organizational culture, or developmental level of follower. A one-size fit all leadership development initiative inevitably attempts to address a long list of leadership standards, a complex web consisting of an overwhelming number of competencies. In contrast, the 10ES ELP focuses on ministry specific context, concentrating on a small number of competencies that will make a significant difference in leadership performance.
The 10ES ELP in committed to maintain a delicate balance. First, our Chattanooga campus represents an off-site opportunity for participants to enjoy a state-of-the-art place, and safeguarded time to step back and escape the pressing demands of ministry. Secondly, we intentionally connect all training directly to real ministry scenarios with a focus on frontline behavioral change. The ability to push training participants to reflect, while also giving them real ministry experiences to apply new insights and hone their skills is a valuable combination concerning our anticipated outcomes.
CHALLENGING MIND-SETS and BEHAVIORAL CHANGE
Becoming a more effective leader often requires changing behavior. Accomplishing this requires an adjustment to underlying mind-sets and mental models; thus addressing the root causes of why leaders act the way they do. This process is designed to stretch participants and can be uncomfortable for—but if there isn’t a degree of discomfort, the chances are that behavior will not change and leadership outcomes will not be realized. Just as a coach would view an athlete’s muscle pain as a proper response to training, leaders who are stretching themselves should also feel some discomfort as they struggle to reach new levels of leadership performance.
EVALUATING and MEASURING RESULTS
Development programs often pay lip service to the importance of developing leadership skills but have no evidence to quantify the value of their investment. When organizations fail to track and measure changes in leadership performance over time, they increase the odds that improvement initiatives will not be taken seriously. Yet targets can be set and achievement monitored. The 10ES ELP assesses the extent of development and behavioral change through several self and 360-degree instruments— feedback instruments and exercises given prior to the program, throughout the program, and followed by another assessment just before completion of the program. A 360-degree evaluation is a multi-source assessment instrument, designed to intentionally get feedback from members of a participant’s immediate ministry/work circle. Most often, 360-degree feedback includes direct feedback from those who take direction from the participant, colleagues, and supervisor(s), as well as a self-evaluation component. With this information, trainers and participates have valuable participant specific information that helps to reveal and address similarities and gaps between the participant’s and others’ perceptions.
CERTIFICATE OF EXECUTIVE LEADERSHIP
When the program ends, the participant will have completed 100+ hours of exhilarating leadership development. Participants completing the program will receive a Certificate in Executive Leadership and will have embarked on a collective journey of life-long learning.
Those completing the 10ES ELP will receive certification from LeaderLabs and may also earn credit hours towards a degree. The Pentecostal Theological Seminary (PTS), Cleveland, Tennessee endorses the program and other opportunities are pending.